The contextual nature of university-wide curriculum change |
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Authors: | Megan Anakin Rachel Spronken-Smith Mick Healey Susan Vajoczki |
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Institution: | 1. Dunedin School of Medicine, University of Otago, Dunedin, New Zealand;2. Graduate Research School, University of Otago, Dunedin, New Zealand;3. Centre for Active Learning, University of Gloucestershire, Cheltenham, UK;4. Centre for Leadership in Learning, McMaster University, Hamilton, Canada |
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Abstract: | We explored the relationships between social contexts and factors that promoted and inhibited curriculum change at two universities. Thirty interviews were analysed using a general inductive approach to identify factors and forces in three social contexts (lecturer, departmental, and institutional). Curriculum change was characterised by six forces: ownership, resources, identity, leadership, students, and quality assurance, each composed of factors that differed in their direction (enabling or inhibiting) and/or intensity (strong or weak). Academic developers should find the approach and lessons learned useful for planning interventions and identifying where they may encounter resistance or enablers in the process of change. |
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Keywords: | Context curriculum change organisational development university |
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